Revista Educação e Cultura Contemporânea

64 ANOS DE TEORIA DAS REPRESENTAÇÕES SOCIAIS NO BRASIL DO COMPROMISSO SOCIAL

André Felipe Costa Santos — 2025-05-29

This essay examines the development and social commitment of Social Representations Theory (SRT) in Brazil over 64 years (1961-2025), focusing on its appropriation and re-elaboration by academia, especially in Social Psychology and Education. The reflection highlights the role of SRT as a critical and transformative tool, capable of unveiling social realities and, particularly, contributing to analyses of subjectivities within the fields of education and health. The manuscript also explores how Brazilian studies in social representations have been solidified through research groups and associations, driving a movement of intellectual resistance and scientific innovation. Finally, it reinforces the ethical-political commitment of SRT in Brazil, which aims not only to understand but also to transform unjust social structures, with a fundamental emphasis on education as a path to social change.

Teaching work as a profession

Ivis Chagas da Silva — 2025-06-17

This theoretical article discusses teaching work in Basic Education as a profession based on its four constituent processes, namely: professionalization, professionalism, professionalism and “professoralidade”. We recognize that even though they are autonomous processes, they suggest a tetrad, whose purpose is to promote dialogue and teacher political strength in the struggle for social valorization. Based on Souza (2004), Freire (2021), Flores (2014), Tardif (2000), among others, we highlights the current scenario of teaching disenchantment regarding the teacher's image (and self-image) and the fragility with which the constituent processes of this profession are treated politically in Brasil. We consider that this fragility calls for effective public policies for the teacher political force, as well as more studies in this area, reinforcing that the teacher is a legitimate professional and that his political streak begins in initial training.

Interpreting TikTok: the critical threshold between the sire´s song and the obsolescende of school

Fernando Lionel Quiroga — 2025-06-17

This essay discusses the impact of digital technologies on contemporary societies, focusing on the algorithmic transmission of culture and its ability to shape cognition. TikTok is analyzed as an expression of imagetic culture, highlighting its role as a successor to technologies such as televisions and video games. The lack of regulation allows for a dynamic and often uncontrolled visual culture. The essay addresses the need for a critical analysis of TikTok as a medium of imagetic culture, considering its impact on cultural production and consumption. It is crucial to promote a healthy imagetic culture and face the challenges of responsible use of digital technologies. Education plays a fundamental role in raising critical awareness about the uses and consequences of these platforms. Families, schools, society, and public policies must come together to ensure a safe and healthy online environment, especially for young users.

Indigenous children in Brazil:

Khadija Xavier dos Santos — 2025-06-17

This work presents how indigenous children are reported in Brazil by Educational scientific researches. A research clipping was applied to a bigger bibliographic survey data (which also covered the areas of Psychology, Anthropology and Sociology). It was selected 192 national scientific journals, 80 of which were from Education. Eight descriptors were searched in the article abstracts, generating more than 6 thousand occurrences of articles, more than 3 thousand of which were from Education. We refined the results, specifically in the area of Education: only 27 articles deal with indigenous children/childhood. We analyzed the content of the articles to highlight such initiatives among the still tiny volume of articles published on the subject.

Educação em Tempos de Pandemia:

Benilda Miranda Veloso Silva — 2025-06-14

O objetivo deste estudo é descrever a perspectiva dos discentes do 3º ano do Ensino Médio Técnico, do Instituto Federal de Educação, Ciência e Tecnologia do Pará/Campus Cametá, em relação ao uso das ferramentas no aplicativo do Google Workspace For Educations, voltadas para o uso no contexto educacional. Para a coleta de dados, foi usado um questionário virtual, elaborado no aplicativo Formulários Google, que gerou um link, disponibilizado no grupo online que os discentes fazem parte. Com propósito de fundamentar a pesquisa foram consultados autores, como Beherens (2000), Vygotsky (1989), entre outros. A pesquisa é qualitativa que permite mostrar os recursos que favorecem a educação, por possibilitar atividades colaborativa, interacionismo entre os agentes e o feedback, no intuito de propor melhorias. Para os discentes, o principal problema está relacionado com a conexão de internet, pois muitos não dispõem de boa conexão que é um fator necessário para o uso dos recursos.

FOR THE GUARANTEE OF HUMAN RIGHTS IN EDUCATION

Kylderi Lima dos Santos Domingos — 2025-06-11

Discussions surrounding the new BNCC are characterized by a multiplicity of statements that present various perspectives on what constitutes a critical education. In this article, we seek to challenge the concept of critical education proposed in the BNCC, starting from the modern conception of Bildung and then advocating for a post-critical curricular proposal. This aims to encompass a human formation that recognizes differences in daily experiences as new epistemological possibilities and engages with the political issues that shape our time. In an era where discussions about norms and bodies must transcend the boundaries of corponormativity and affections allied with the "manufacture of intelligible genders," reiterated by regulating sexual regimes of life.

The conversation circle as learning strategies in Popular Health Education

Ernande Valentin do Prado — 2025-06-11

The conversation wheel promotes dialogue, knowledge exchange, facilitates communication, and collective learning. Over the years, it has become more popular, while some of its principles are not being fully considered. From this perspective, the aim of this article is to discuss some ideas about the Conversation Wheel, developed in the Network of Popular Education in Health, as part of the National Movement of Popular Education in Health, and to propose reflections on how to organize and promote it. In the article, we highlight the history and the theoretical and practical bases of the conversation wheel, suggest possible compositions, and provide important considerations for its understanding and use. Additionally, we cite the experiences of Institutional Support in health in Paraíba, Brazil, in using the conversation wheel as a preferred method in their educational and pedagogical actions.

Quality of education and teacher training: understandings and challenges

Filipe Ferreira Martins — 2025-05-29

The quality of the training that teachers receive has been associated with the quality of education offered to students in school settings and, consequently, with academic success. Within the scope of teacher training—an arena of deep debates and criticism—discourses, especially from international organizations and institutions, present arguments defending the relevance of "good training" as essential for providing so-called "quality education." This theoretical essay discusses different perspectives on educational quality and the expectations placed on teachers' continuing education, drawing from selected authors who contribute to reflections on the topic. A key observation is the centrality of teacher accountability at the expense of a broader and more integrated perspective on the elements that shape quality education. It is important to reaffirm the perspective of continuous training processes as relevant to both teacher autonomy and other developments in the teaching-learning process. However, given the complexity of the network of factors that influence and shape quality education, it is necessary to move beyond one-dimensional discourses that focus exclusively on continuing education as a sufficient and direct determinant of educational quality.

TEACHER TRAINING IN THE STATE OF RIO DE JANEIRO

Andréa Villela Mafra da Silva — 2025-05-29

How are teacher training courses organized curricularly in the state of Rio de Janeiro? Currently, what should be the essential curricular components in the teacher training process that include the use of Digital Information and Communication Technologies (DICT) in the classroom context? This work seeks to answer these questions, with the aim of analyzing the imbrications between initial teacher training in the state of Rio de Janeiro, particularly with regard to the intensive use of DICTs in education. Methodologically, the interpretation of the corpus of documents is based on Faircloughian analysis, which focuses not only on power relations in discourse, but above all on the discursive practices of a society or an institution. The results show that there are still gaps in the articulation between theory and practice, a low supply of subjects in the field of ICT, and insufficient adaptation of curricula to contemporary demands.

Contradições do direito à educação na Política de ampliação da jornada escolar no Ensino Fundamental (anos iniciais) do Recife

Sarah Porto da Paixão Barbosa Pereira — 2025-05-29

O presente trabalho tem por objetivo realizar uma análise da contradição do direito à educação na política de jornada ampliada no ensino fundamental anos iniciais na rede municipal do Recife. Trata-se de um estudo de caso. Realizamos entrevistas com: uma parte da equipe da Secretaria de Educação do município; as gestoras das escolas; análise dos documentos da política. Na análise dos dados, utilizamos Análise Textual Discursiva - ATD (Moraes e Galiazzi, 2006). Na atual gestão, o Programa Municipal de Educação Integral foi instituído pela Portaria n° 2103 de 27 de dezembro de 2019. A política de educação integral municipal se baseia nos discursos da Nova Gestão Pública (NGP), lógica neoliberal (Verger e Normand, 2015). O currículo tem como centralidade a “adesão à BNCC” e busca por resultados. Há ausência da perspectiva da formação integral. A educação possibilita mudanças na estrutura social, quando posta como direito, que não é realizada na política em questão.

Tecnologias digitais assistivas para discentes com deficiência visual

Mariluce Groba Andres Ribeiro — 2025-05-29

The use of digital accessibility technologies (DAT) and the inclusive education are fundamental human rights for people with visual impairments (VI), as advocated by Brazilian legislation and the Human Rights Organization. In order to debate the issue, this study looks at the national legislation on inclusive education and investigates the DATs used by students in education in order to provide an overview of the challenges and perspectives of guaranteeing the human rights of students with VI in Brazil. Despite the positive advances related to inclusive education have been legislated in Brazil since the Constitution and, above all, in the National Policy for Specialized Education in the Perspective of Inclusion, it is possible to see barriers and challenges to the integral development of students with VI: the lack of training of education professionals on inclusion; little knowledge about DATs by the teachers for students with VI; and the urgent expansion of school technology resources. Even so, with the subject being increasingly being explored by the scientific community, and with the theoretical support of public policies for the inclusion of students with VI, the prospect of guaranteeing human rights in education for these students is positive.